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Introduction

"The development of instruction materials is the implementation of the instructional design plan. [Instructors] must consider how to accurately convey the information to the learner in a manner he or she can comprehend. During the development process, the [instructor] should keep a focus on the problem and objectives to ensure the instruction supports the resolution of the problem. (Morrison, Ross & Kemp, 2001, p. 196)"

Learning Outcomes and Learner Analysis will help determine the following (Morrison et al, 2001, pp. 172-5):

• Is the instructional activity Concrete enough? - Throughout your instructional activities, use concrete terms instead of abstract terms; corresponding graphics, charts and/or animations to emphasize key points; active verbs; and sufficient examples to make instructional text concrete to the learner.
• Is the instructional activity's Step Size appropriate for the learners? - Often concepts will build on information taught earlier in the course. However, the "step" between the old information and the new concepts may be too large to climb without some intermediate, or transitional, steps. To help control step size, use consistent terminology and refer back to prior ideas or concepts often. If you assign supplemental readings that are above students' current knowledge base, then provide a glossary or summary that will help them make the connection to your course content.
• Is the instructional activity's Pacing appropriate for the learner and outcomes? - For instructional activities, provide an adequate number of examples and/or exercises to "control the pacing of the instruction". During a presentation, you can do this by bringing in real-life examples before moving to a new concept. When you facilitate small group activities or create self-paced activities, give students an opportunity to work through some examples before allowing them to move to the next part.
• Is the instructional activity Consistent with other activities? - Use consistent terminology when creating activities (e.g., avoid using synonyms). Making a glossary of terms beforehand will help you remain consistent throughout the activity and the semester.
• Does the instructional activity include appropriate Cues? - Identify cue points. Then use signal words and/or typography (e.g., bold, underline, etc.) to cue learner(s).